This design case describes the design of a multimodal learning environment that took place in the context of a funded study on the development of an online, multimodal, and tangible cross-border exchange program aimed at creating experiences that closely simulate face-to-face study abroad (SA) experiences in the post-pandemic context. Although online learning surged during the pandemic, learning is now gradually returning to face-to-face formats, and there is thus a growing need to design flexible learning environments that integrate both online and in-person elements. The design incorporated various semiotic modes--media, speech, writing, pictures, and text--to enhance learners' engagement and facilitate material-rich interactions. In our design, we adopted the symbol grounding problem as the theoretical framework, strategically emphasizing the integration of both linguistic and material elements. Additionally, the selection of tools that facilitate information exchange was prioritized to encourage authentic interaction and foster shared understanding among learners. This design case demonstrates how intentional design decisions contributed to integrating the strengths of both online and face-to-face learning, leading to the development of a flexible, post-pandemic, cross-border educational program.